Table of Contents
Introduction
Teaching English effectively often requires innovative methods that go beyond traditional approaches.
In this post, we’ll explore the beauty of teaching English without directly teaching English, a method mentioned by Roberto Guzman in a TED Talk.
We’ll delve into a three-phase system that focuses on the importance of balancing form and meaning. We will also see how this approach can improve both student learning experiences and teaching practices.
Let’s start by understanding what “teaching English without teaching English” means!
Teaching Content, Not Only the Form
Have you ever noticed that students who perform well on written tests and quizzes often struggle to maintain a comprehensive conversation?
This discrepancy highlights the need to balance teaching both form and meaning in language education. Moving away from a sole focus on form towards a more balanced approach that incorporates meaningful tasks can significantly enhance language acquisition.
Engaging learners in activities that require interaction, critical thinking, and negotiation of meaning can lead to more effective language use.
How Can We Address Such a Problem?
To address this issue, consider shifting from a focus on form to a balanced approach that also emphasizes meaning. This means engaging learners in meaningful tasks where they must interact to negotiate meaning, think critically, synthesize, analyze, and evaluate—a mixture of critical pedagogy and the Dogme approach.
Teaching English without teaching English
Roberto Guzman, an English teacher and professor at the University of Puerto Rico, suggests teaching English by focusing on content and critical thinking rather than traditional language instruction.
In his TEDx talk, Guzman introduces a three-phase system that emphasizes developing critical thinking, identifying logical fallacies, and engaging in high-level cognitive tasks. This approach not only helps students improve their English skills but also equips them with valuable life skills.
Roberto Guzman’s approach, “Teaching English Without Teaching English,” focuses on moving away from traditional grammar-focused methods. Instead, he emphasizes critical thinking, real-world content, and interactive learning. His method involves:
- Critical Thinking: Teaching students to ask specific questions and identify logical fallacies.
- Real-World Content: Using current events, TED talks, and essays to foster meaningful discussions.
- Interactive Learning: Creating a conversational classroom environment where making mistakes is part of the learning process.
- Content Over Form: Initially focusing on the content of students’ writing and ideas, and addressing grammar and mechanics later.
This approach aims to develop students’ ability to think critically, communicate effectively, and engage deeply with the language. The approach is in fact a mixture of critical pedagogy and the Dogme approach
The TED Talk by Roberto Guzman
In his TEDx talk, Roberto Guzman presents his innovative three-phase system for teaching English without directly teaching English. His approach focuses on improving the learning experience for students and the teaching practice for educators. The three steps are:
- Developing Critical Thinking by Asking Questions: Encourage students to ask questions and think critically about the content they are learning. This promotes deeper understanding and engagement with the material.
- Identifying and Neutralizing Logical Fallacies: Teach students to recognize and address logical fallacies. This helps them distinguish between valid and invalid arguments, enhancing their critical thinking abilities.
- Identifying Levels of Cognition: Guide students through various cognitive tasks, from basic recall to higher-order thinking skills such as analyzing, synthesizing, and evaluating. This comprehensive approach ensures that students develop a well-rounded set of language and cognitive skills.
Benefits of Teaching English Through Content
Teaching English through content rather than focusing solely on form has several advantages:
- Enhanced Engagement: Students are more likely to be interested and engaged when learning through meaningful content.
- Improved Critical Thinking: By focusing on critical thinking and problem-solving, students develop valuable skills that extend beyond language learning.
- Practical Language Use: This approach encourages students to use language in real-life contexts, improving their ability to communicate effectively.
Classroom Implementation Tips
- Incorporate Real-Life Scenarios: Use real-life scenarios and topics that interest students to make lessons more relevant and engaging.
- Foster Interactive Learning: Encourage students to participate in discussions, debates, and group activities to promote active learning and language use.
- Balance Form and Meaning: While focusing on content, don’t completely neglect form. Provide corrective feedback and grammar instruction as needed, but always in the context of meaningful communication.
Who Is Roberto Guzman?
Roberto Guzman is a full professor at the University of Puerto Rico, Aguadilla Campus, where he teaches undergraduate English courses with a focus on critical thinking and hands-on language development. He is also a freelance writer and political commentator on the WPRA 990 AM radio show Comunicando with host Toti Figueroa. Guzman has published several books, including “The Devil’s Advocate Reader” and “Tropical Tales of Terror.”
Conclusion
Teaching English without directly teaching English, as advocated by Roberto Guzman, offers a refreshing and effective approach to language instruction.
By focusing on content, critical thinking, and practical language use, teachers can create a more engaging and enriching learning experience for their students.
Incorporating these principles into your classroom can help students develop both their language skills and their cognitive abilities.
References
- Thornbury, S. (2006). An A-Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching. Oxford, UK: Macmillan Education.
- van Lier, L. (2002). An ecological-semiotic perspective on language and linguistics. In Kramsch, C. (ed.), Language Acquisition and Language Socialization: Ecological Perspectives. London: Continuum.